1. Steps In a Reconsideration Process

I. Informal Complaint Procedure

• Resident/Staff member files complaint with librarian or administrator.
  • A school librarian must acknowledge parents' role in student reading choices.
  • If parent chooses to further pursue complaint, the librarian will make parent aware of school's reconsideration process. (Adams)
• All complaints shall be reported to the building principal.
• The building principal will attempt to resolve the complaint informally.
• If resolution cannot be reached, the resident/staff member will be provided with a Request for Reconsideration of Learning Resource form. ("Suring School District")

II. Request for Reconsideration Submitted

• The Request for Reconsideration form must be submitted within two weeks of any discussion with principal. (Adams)
• The building principal will contact the buildings Assistant Superintendent regarding complaint. (ALA)
• The request will be directed to a reconsideration committee comprised of the following:
  • One building administrator
  • One district library media specialist
  • One faculty member
  • One member of the school's curriculum committee
  • One parent representative from the PTSA and
  • Two student representatives. (ALA; "Suring School District")

III. Reconsideration Committee

• The reconsideration committee will review the formal complaint documented in the Request for Reconsideration.
• The committee will review the following items before starting the reconsideration process:
  • The school's selection policy
  • The ALA's "Library Bill of Rights" and
  • The school's reconsideration procedures. (Adams)
• The committee will examine the resource that is being challenged.
  • Evaluate critical reviews of the material
  • Read the source and evaluate content holistically to form an opinion of material
  • Refer to complaintant's request, examining complaints within the overall context of the work ( "Suring School District")
  • Question the complaintant directly, if present
  • "Discuss the challenged resource in the context of the educational program." (ALA)
• The reconsideration committee will prepare a written report detailing its findings and determination.
  • Report will contain both majority and minority opinions ("Suring School District")

IV. Findings and Determination

• The committee may choose to remove, restrict, or move the challenged source. (Adams)
• Copies of the report will be kept on file with building principal and district Assistant Superintendent. (ALA)
• The committee's written report will be discussed with the complaintant by the building principal.
• Should the complaintant be dissatisfied with the committee's decision, a formal request may be made with the superintendent to appeal the decision with the board of education. The board may seek assistance from outside organizations such as the ALA. ("Suring School District")

Works Cited
Adams, Helen R. "Preparing for and Facing a Challenge in a School Library." Catholic Library World 81.2 (2010): 113-117. Library Information Science & Technology Abstracts with Full Text. Web. 22 Mar. 2014.

"ALA: Workbook for Selection Policy Writing." American Library Association. ALA, Oct. 1998. Web. 22 Mar. 2014. <https://www.ala.org/Template.cfm?Section=dealing&Template=/ContentManagement/ContentDisplay.cfm&ContentID=11173>
"Suring School District: Materials Selection/Reconsideration Policy." Suring Public School District. N.p., 14 Feb. 2007. Web. 22 Mar. 2014. PDF File. <http://www.suring.k12.wi.us/district/SelectionPolicy.pdf>

2. Organizations

I. Organizations Supportive of Intellectual Freedom

A. American Civil Liberties Union - https://www.aclu.org/

1. Site design - The ACLU, being one of the largest protectors of civil liberties in the United States, has the funding and the minds to put forward a well-designed and easy-to-navigate site (as evidenced by the list of topics found at the bottom of the site. It is divided into several sections that offer a plethora of multimedia resources to its users who wish to become involved in the struggle for American equality. What really stands out is the strong use of visual stimuli to convey the strong political messages found on the site. This is obviously a website designed by a group that is willing to take a stand for Americans' rights.
2. Philosophy and agenda - The ACLU's philosophy is that all Americans are guaranteed equal rights and liberty through the Constitution of the United States and the various laws that have been enacted that protect these rights. It works hard to guarantee freedom of expression and due process, two aspects that are fundamental to the intellectual freedom that should be provided by any library.

B. American Library Association's Office for Intellectual Freedom - http://www.ala.org/offices/oif

1. Site design - While this website may not be as eye-catching as the ACLU's, it certainly does provide a wide selection of material geared towards the subject of intellectual freedom. There are links to some of its major initiatives, mainly focused on limiting censorship within school and public libraries. What truly stands out to me are the sections on "Lawyers for Librarians," geared towards lawyers interested in fighting for the cause of intellectual freedom, and "Banned Books Week," which celebrates intellectual freedom by encouraging all to read those books that have been removed or restricted by libraries.
2. Philosophy and agenda - The OIF was created with the express purpose of informing the public about the importance of intellectual freedom in education. It is against censorship and supports librarians in their struggles to maintain the right of free expression.

C. Electronic Frontier Foundation - https://www.eff.org/

1. Site design - Much like the ACLU, the EFF has an eye-catching website that divides its material into headings based on content type. Here, you can find everything from blogs to press releases that outline the mission of this organization - the defense of freedom of expression in the digital world. The organization outlines its work in litigation while calling for action from the public on a variety of free speech measures. What really stood out to me was the fact that through the search bar, a user can find information for how the EFF helps defend school libraries in articles such as this.
2. Philosophy and agenda - The general philosophy of the EFF falls directly in line with that of school libraries in regards to intellectual freedom. Access to information is central to the advancement of freedom throughout the world. By being able to read, learn, and share, people are able to enhance their liberty and spread the ideals of democracy through a connected world.

D. National Coalition Against Censorship - http://ncac.org/

1. Site design - This site seems to follow the example set forth by the ACLU, making its message obvious through images to its users. The home page is teeming with pictures of people being silenced and visuals of civil rights being thrown out or labeled as "hazardous." The site is well-organized and has a definite social media-driven edge to it, encouraging users to spread its message through Facebook, Twitter, and more. There is even an area where users can report censorship to the NCAC. What is most beneficial for school librarians is the section (found at the bottom of the page) on censorship in Schools, which provides the latest information on the battles for intellectual freedom that are being fought on the educational front.
2. Philosophy and agenda - The NCAC was formed "to promote freedom of thought, inquiry, and expression." Its main focus is to eliminate censorship in all areas, but primarily in the form of sexual expression. With its local approach to dealing with censorship issues, the NCAC would be a strong force in the fight for intellectual freedom.

E. People for the American Way - http://www.pfaw.org/

1. Site design - The website for PFAW is organized based on the group's key issues - Equality, Fair and Just Courts, Freedom of Speech, etc. This makes it very easy to find materials that would support librarians who are defending their users' rights to access information. What truly impressed me was that when I entered the Freedom of Speech section, the third article down was entitled "Schools and Censorship: Banned Books," exactly what I was researching. While the rest of the site appears to be directed towards social issues such as marriage equality, this section would be of some interest.
2. Philosophy and agenda - Primarily focused on social issues, PFAW is an activist organization that strives for equality and diversity within a democratic United States. While some may see their agenda as primarily anti-right wing, mainly due to their blogs, their supposed purpose is to protect the rights of all Americans and defend Americans from threats to their freedoms. This should include the freedom to access information and disseminate all sources.

II. Organizations with a Conservative Approach

A. American Family Association - http://www.afa.net

1. Site design - While many of the previously mentioned groups are also non-profit organizations, they seem to put forth a more streamlined product online than that of the AFA. The titles of some of the pages on this site, most notably Television Indecency and Fighting Pornography, make it clear that this group would be more likely to want a controversial book pulled from a library shelf than keep it. What particularly stands out about this site is its religious nature, which is protected under the First Amendment, like many of the items that the group would like to censor.
2. Philosophy and agenda - The AFA believes that God is the center of everything and should be the focus of American culture. It aims to spread this belief through informing the public and activating its members to promote Christian values by taking a stand on moral issues on a local and national level. While I am a Christian and also share the core beliefs, I also believe that a strong family system with God as its center will raise children who are able to decide for themselves to avoid materials that may offend their sensibilities.

B. The Eagle Forum - http://www.eagleforum.org

1. Site design - While not as visually appealing as other sites, EF's site is very user-friendly, allowing users to locate content quickly. Its section on education leads to a section on book reviews, which have a distinctly right wing preference. Additionally, there is an entire page entitled Bad Books, which leads parents to "Family Friendly Libraries" and champions school censorship in its articles (most of which are accompanied by sensationalist titles). This leads to the logical conclusion that this group would definitely support the removal of any controversial material from library shelves.
2. Philosophy and agenda - Founded by St. Louisan Phyllis Schlafly, the Eagle Forum's mission is to spread Conservative values to Americans. Its mission statement even includes a section on Education, which aims to increase parents' rights to impact their children's educations and hopes to protect "children against immoral instruction and materials."

C. Focus on the Family - http://www.family.org

1. Site design - One of the better designed Conservative sites, Focus on the Family provides users with an attractive presentation that reflects its message of family and Christian Values. While it seems to empower children to make the right choices in their selection of materials through their belief in Christ, some may feel that sections of the website such as Education Without Representation or Is Your School Respecting Your Family's Values? as a sign that Focus would line up against the inclusion of controversial titles in a library's collection. What is most significant to me is that the site does not call for parents to protest or take action against schools, but to become more informed about what is happening within the educational setting.
2. Philosophy and agenda - Focus on the Family is a group that promotes raising a family on Christian principles outlined in the Bible. It feels that parents have a right to raise their children by these principles without interference outside influences. Focus on the Family urges empowerment and education of its members. Although the radio broadcasts by its founder, Dr. James Dobson, have sparked controversy, Focus is not an activist group. In a black-and-white analysis, this group would more likely side with those who would remove controversial materials from a collection, but in reality it would hope that the strong values held by Christian families would be enough to guide children's educational choices.

D. PABBIS - http://www.pabbis.com/whattodo.html

1. Site design - This site has a very amateur production value and its strong rhetoric definitely screams of being created by angry parents who have no tact. The title of the website, Parents Against Bad Books in Schools, and the group's call to action makes it obvious that its followers would be against objectionable materials in schools. What is most jarring to me is that the term "controversial material(s)" shows up repeatedly throughout the website, but there are few references to what makes a book controversial. Also, the yellow color and sheer quantity of words without images or organization tends to give users like myself a headache.
2. Philosophy and agenda - The philosophy of this group is that parents have options on how to solve the "problem" of bad books in schools. They can either accept defeat, challenge the use of books, or try to change the system. The only idea that I would lend any support to would be the group's agenda to institute more parent consent practices in classrooms. However, this does not address the fact that parents can take a more active role in instituting core values in their children, as Focus on the Family does.

E. Parents Protecting the Minds of Children - http://www.teachclean.com

1. Site design - The home page for the website is the only part that is appealing. The rest of this seems like what would be written on a prison wall by a madman. This site is the brainchild of Laurie Taylor of Fayetteville, Arkansas, who has received national recognition for her crusade against public school libraries. What is shocking to me is that Ms. Taylor does not want her children exposed to the images and content within the books found in her school's library, but she feels 100% fine with posting the material on the internet.
2. Philosophy and agenda - While the website's home page states, "Our objective is not to remove any books from the library, it is simply to enforce our parental rights to choose for our children." However, nothing could be further from the truth, especially when the site includes petitions to have books removed from shelves and restrict funding to school libraries.

3. Policy High Points

I. Fayetteville, Arkansas -

A. The primary objective:

Fayetteville Public School District states that the primary objective for selecting materials is to "implement, enrich, and support the educational program of the school." This is essential to any school's selection policy and is a strong reason to defend any material being kept in the confines of a school library. Obviously, a statement to this effect needs to be included in any policy that is written.

B. Opportunity for Parent Preview of Selected Materials:

I feel as though this is a strong policy that would prevent parents and staff members from wanting a resource removed from the library. By giving patrons a chance to see materials before they are made available, a librarian allows parents to determine whether or not they want their children accessing a book. It also gives the parents the ability to discuss the types of books that are acceptable in a particular family. From a legal standpoint, it also makes removal of a resource more challenging, since parents were able to see the material before it was accessible by students. If an objection wasn't stated before the item was shelved, why would there be an objection later?

C. Library Council:

In a district such as Fayetteville, this would definitely be a necessity. A district-level committee would provide transparency to parents and validity to the process of challenging a material. It would ensure that processes were followed in a timely and thorough manner.

D. Reconsideration Committee/School Board Review Packet:

Having a system in place for what each committee member would receive would definitely make the process of determining the outcome of a patron's challenge more consistent equitable. Assuming that the librarian would be responsible for providing reviews of the material, he or she would most likely already have these on file. The process would be simplified and keep intellectual freedom at the forefront.

E. "No material shall be removed from use until the Reconsideration Committee recommendation is final."

Much like the old adage "innocent until proven guilty," it is important that patrons remain able to access any resource that was chosen using the district's selection policy. The challenge of one person should not prevent others from accessing information.

II. Blue Valley, Kansas -

A. "Contribution the resource makes to the breadth and depth of representative viewpoints on controversial issues."

While many people may not want their children to be "scarred for life" by the information held within certain resources, it is vitally important in a democratic society that we allow all members of said society to express themselves freely. Additionally, people should be able to compare and contrast their views to those they may oppose. This can strengthen someone's opinion just as easily as sway it.

B. "Favorable reviews in reputable professionally prepared sources."

By having professional reviews on hand, librarians will be able to defend their choice to include materials within a selection. This is something that reconsideration committees have to take into account when determining whether or not a material belongs in a collection.

C. DISTRICT LEVEL REVIEW - "The district review committee will not include members from the school review committee."
To protect patrons' rights to due process, this must be included within the district's policy on reconsideration of resources. If, as librarians, we want to protect our users' rights to intellectual freedom, we must also be willing to uphold any complaintants' rights to due process. This again demonstrates fairness and equity in the process.

D. "A Learning Resource(s) that has been removed through Board Policy 4610 may be considered for reinstatement at the discretion of the Board."

Just as patrons have the right to appeal their case that a book should be removed from a library's catalog, the librarian should be granted the same right.

E. "A Learning Resource that has been retained after being subject to the above procedures may not be challenged again for a period of two years...unless there is a change in the District curriculum (or)...the Learning Resource is otherwise approved for use by students of a different grade level..."

This is just common sense. By having such a statement in place, the district's time and money will not be wasted by a patron or group of patrons who feel that a material is unsuitable for student use. This wording ensures the validity of the reconsideration process, but still provides basis for reconsideration if the implied usage of the material changes.